Group Discussionsĭiscussions can occur in several small groups or as one large group. The sample questions below are meant to give you an idea of how reflection may be structured in your classroom. asks students to apply new information to real-life problems and situations.goes beyond the descriptive nature of the experience and asks students to interpret andĮvaluate the relevance of their experience in relation to classroom knowledge with real-life service experience.challenges current realities, perhaps creating cognitive dissonance and/or conflict.is structured, guided, purposeful, with well-defined criteria for evaluation.occurs throughout the course and not just at the end.
links service to course objectives and fosters civic responsibility.Reflection can promote interpersonal communication, problem solving skills, self-awareness, a sense of civic responsibility, and a sense of belonging. It is important to incorporate structured reflection so that students develop a deeper understanding of course subject matter outside of the traditional classroom environment. To reflect in service learning means to think critically about and analyze emotional responses to service activities in the context of course content and the learning objectives of a particular course or curriculum. Reflection also allows students to synthesize the observed data gleaned from service activities and connect the new knowledge with the formal knowledge obtained from classroom activities and materials. Reflection provides faculty the means to assess the experiential learning that occurs when students participate in service activities outside the classroom. Reflection is a key component of service learning, and is that component which distinguishes service learning from volunteerism.
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